PLACE OF ECONOMICS IN

SCHOOL CURRICULUM
 INTRODUCTION
WHAT IS ECONOMICS?
 According to Greek Philosopher Aristotle, Economics is “ The Art
of Household”.
 The word “ECONOMICS” came from Greek word “GIKOS” and
“NOMOS”. The word “GIKOS” means “Household related” and the
word “NOMOS” means “Management”. So the real meaning of
“ECONOMICS” is “Management of Household”.
 According to Adam Smith (1776) Economics is “an inquiry into the
nature and causes of the wealth of nations”.
 According to Alfred Marshall- “Economics is a Social Science
Which deals with how human being is performing his daily
actions”.
 Also, Economics is a social science that studies the Production,
Distribution and consumption of goods and services.
DEFINATION OF ECONOMICS:
We can divide the Definition of Economics in different classes.
Each classes defined the Economics from different aspects. So, the
definitions are: -

 Classical or Wealth Definition: Adam Smith (1723-90) regarded

Economics as a science of wealth which studies the process of
production, consumption and accumulation of wealth.
 Neo Classical or Welfare Definition: Alfred Marshall in his book
‘Principles of Economics’ (1890) placed importance on human
activities or human welfare rather than on wealth. He defines
Economics as “a study of men as they live and move and think in the
ordinary business of life”.
 Scarcity Definition: Lord Robbins (1932) in his book “ An Essay on the
Nature and Significance of Economic Science”, defined Economics
in terms of Scarcity: “ Economics is the science which studies human
behavior as a relationship between ends and scarce means which
have alternative uses”.
 Modern or Growth Definition: Prof. Samuelson stated, “ Economics is
a study of how people and society choose with or without the use of
money to employ scarce productive resources which could have
alternative uses, to produce various commodities over time and
distribute them for consumption now and in the future among various
persons and groups of society”.
 ELEMENTS OF PLACING ECONOMICS IN
SCHOOL LEVEL
According to Social Scientists, placing of Economics in
Secondary and Higher-Secondary Level depends on
three elements. They are; -

 How much it will help to fulfill the aims and Objectives

of Secondary and Higher-Secondary Education.
 How much it will play a role to develop Knowledge,
Ethics, Morals, Desires, Demands and Living Standards
among the students of Secondary and Higher-
Secondary Education.
 How much it will help to adjust with the Present
Economical-Social Environment.
 PLACE OF ECONOMICS IN SCHOOL
CURRICULUM
 Economics, among all social science being taught at the school
level, has been getting a high amount of attention in recent times
from upper primary to higher secondary stages.
 In India (or West Bengal), Economics is a Elective subject in
Secondary Level and is an individual subject in Higher-Secondary
Level.
 Economics is also taught in schools affiliated to a few other
national (ICSE) and international examination boards (GCSE or
International Baccalaureate). It is also taught in schools affiliated
under CBSE.
 According to Seventh All India Education Survey 2002, nearly 38
lakh students study Economics as an optional subject in 29300
higher secondary schools and 2100 degree colleges in India.
 At the higher secondary stage, being opted by largest number of
students, it emerges as the most popular social science subject.
OBJECTIVES OF TEACHING ECONOMICS
IN SCHOOL LEVEL
 T o foster an urge among students for effective participation in the task of
economic reconstruction.
 To acquaint students with the contemporary economic problems and to
help them appreciate the efforts being made to solve these problems.
 To prepare students to cope with the necessary stress and strain during the
process of economic development.
 To acquaint students about different criteria of dividing world economy and
to find out why there are economic diversities among some countries.
 To develop among students an understanding of nation’s physical and
human resources and their potentialities for economic development.
 To help students understand that various sectors of Indian economy are
interlinked and that all the sectors must develop simultaneously through
planned and coordinated efforts.
 To deepen the knowledge and understanding about the impact of
development on environment.
 To develop among students favorable attitudes towards conservation and
wise use of our natural resources.
 To familiarize students with basic terminology and elementary ideas of
Economics.
 To help students to acquire skill in interpreting simple statistical data.
 DIFFERENT COMMISSIONS ON PLACING
ECONOMICS IN SCHOOL CURRICULUM
 RADHAKRISHAN COMMISSION (1948-49): On the context of building of Rural
Universities, the commission told to emerge the logical and practical education in pre-
graduation studies. Also states that Agriculture, Industry, Economics, Sociology,
Psychology, etc. should be included in syllabus for reformation of Rural Economy. They
prioritized individual demand and social demand in the rules of making syllabus.

 MUDALIARCOMMISSION (1952-53): In past days , syllabus was made on the

basis of likes-dislikes or narrow thoughts of old peoples of society. They tried to put
pressure on the students, this was the main objective of making syllabus. But these
things have changed because now Education is Psychological. Here students are the
main objective. Now in syllabus has to reflect the student’s individual demands, tastes.
Preferences, etc. along with social demands. National and International aspects. So, this
commission wanted that the curriculum must be vitally and organically related to the
community life.

 KOTHARI COMMISSION (1964-66): According to this Commission, “ if schools

has to make future Industrialist, Bank Manager, Statisticians, Politicians etc. then
Economics must have to add as a subject in school curriculum”. Also our syllabus was too
theoretical not so practical for that reason in India voluntary unemployment is increasing,
so this commission wanted to add Realistic and Useful subjects like Economics in
Secondary and Higher-Secondary Education to increase Production Abilities and national
Wealth.
DIFFERENT ASPECTS OF PLACING ECONOMICS
IN SCHOOL CURRICULUM
 In recent days learning of Economics is important. On the basis
of this importance there are some aspects on placing Economics
in School Curriculum –
 NATIONAL NEEDS RELATED ASPECTS: To increase production
abilities and national wealth, have to learn realistic and useful
subjects like Economics.
 SOCIO-ECONOMIC ASPECT: To maintain proper social equality
and political balance and standards of livings, have to learn
Economics.
 PSYCHOLOGICAL ASPECT: To properly understand the present
scenario and events, have to learn logical subjects like
Economics.
 HISTORICAL ASPECT: For taking right decisions in life, the
historical aspect of Economics is important.
 PRACTICAL ASPECT: To fulfill the social, economic duties and
liabilities, the practical aspect of economics plays a very crucial
role.
 CONCLUSION
Economics is the Social Science that studies the production,
distribution and consumption of goods and services. Economics
among all social science being taught at the school level, has been
receiving increasing amount of attention in recent times from upper
primary to higher secondary stages. In India (or West Bengal),
Economics is a elective subject in Secondary Level and an individual
subject in Higher-Secondary Level. According to Seventh All India
Education Survey 2002, nearly 38 lakh students study Economics as
an optional subject in 29300 higher secondary schools and 2100
degree colleges in India. Economics helps to acquaint students with
the contemporary economic problems and to help them appreciate
the efforts being made to solve these problems. Also, to prepare
students to cope with the necessary stress and strain during the
process of economic development and to acquaint students about
different criteria of dividing world economy and to familiarize
students with basic terminology and elementary ideas of Economics
and to help students to acquire skills in interpreting simple statistical
data and to help students to understand that all the sectors must
develop simultaneously through planned and coordinated efforts.
 REFERENCES
 https://en.wikipedia.org/
 http://www.ncert.nic.in/
 http://www.economicsdiscussion.net/
 https://nios.ac.in/
 Dr. Nag. S, Nag. S, Pandey. P, Contemporary India
and Education.
 Dr. Majumdar. S, Arthasastra Sikhyan Padhati.
 Dr. Sengupta. M, Mitra. C, Dr. Maji Kumar.P,
Understanding Discipline and Subjects.
 Banerjee. A, Mazumder. D, Principles of Economics.